demonstrate and explain that a whole object is a system made of organized parts such as a toy that can be taken apart and put back together.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
demonstrate and explain that a whole object is a system made of organized parts such as a toy that can be taken apart and put back together.
demonstrate that small units such as building blocks can be combined or reassembled to form new objects for different purposes and explain the materials chosen based on their physical properties.
demonstrate that materials can be combined based on their physical properties to create or modify objects such as building a tower or adding clay to sand to make a stronger brick and justify the selection of materials based on their physical properties.
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
The parts of a system work together to accomplish the function of the system.
A structure is an organized arrangement of particles, parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts. It is important to note that in kindergarten–grade 2, students focus on structures as an organized arrangement of parts within an organism or object.
The parts of a system are necessary for it to perform its function. For example, if the wheels (structure) of a toy car are removed, the car no longer rolls (function).
Math.1.2.B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
Math.1.2.C use objects, pictures, and expanded and standard forms to represent numbers up to 120
Math.1.3.B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
Math.1.3.C compose 10 with two or more addends with and without concrete objects
Math.1.3.D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
ELAR.1.1.C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language
ELAR.1.13.C identify and gather relevant sources and information to answer the questions with adult assistance